This qualitative study focused on a Technology Education programme for farm school teachers in the Eastern Cape province of South Africa. These teachers were faced with the challenge of incorporating Technology Education into their curriculum. The study was conducted within the context of an investigation into the conceptual nature of technology and an exploration of the theoretical underpinnings of Technology Education within both the international and South African context. Technology Education is being introduced into the South African curriculum against a background of educational transformation and the building of capacity to solve real life problems. This calls for a curriculum that will empower learners to be innovative, creative and skilled problem solvers. The introduction and incorporation of Technoiogy Education into the school curriculum poses a formidable challenge to farm schools in particular. Their unique history of neglect and legacy of underqualified teachers has made the introduction of any curriculum innovation process very difficult and challenging. This study analyses how an introductory Technology Education programme for farm school teachers in the Winterberg area of the Eastern Cape impacted~ on the teachers' professional and personal lives. It shows the importance of developing teclpological skills in conjunction with life skills in cO.ntributing to the empowerment, both in the work place and in the wider context, of rural school teachers. It highlights the need for supportive in-service education programmes and strengthens the argument for an integrative and mulitidisciplinary approach to the introduction of Technology Education in farm schools. Data was collected by means of questionnaires, interviews and photographs.

Leadership has received much attention in both the business world and education. My thesis explores effective educational leadership through examining the management and leadership challenges that face principals in a multi-grade school. Schools in sparsely populated rural areas in Namibia have had to resort to multi-grade teaching to be able to be economically viable. Hard economic realities force people to move to bigger towns and cities. The constant demand for better schools, effective principals, qualified teachers and an improved service to the communities coupled with the demand for better working conditions and salaries for teachers drained the education budget even further. To keep in line with the four major policies of education namely equity, access, quality and democracy, the operation of smaller, rural multi-grade schools has become a necessity. The alternative – which is to close smaller schools and operate fewer, bigger schools at an affordable and reasonable cost - would deny rural communities access to schooling. This thesis is a case study of the leadership and management challenges of multigrade schooling in a single school. The goal was to understand how education managers and leaders perceived their role in making it possible for teachers and learners to cope with multi-grade teaching. I worked in the interpretive paradigm to be able to interpret the social and cultural context of a rural, multi-grade school in the Karas region. The methods included questionnaires, interviews and observation. One of the leadership models universally considered to be available to principals of multi-grade schools is instructional leadership. My study revealed that the concept was unknown to teaching staff, although there were indications that the model had been encountered. My findings also revealed that the communication between colleges of education and the regional education department staff was very limited. One of the major issues that arose was that principals were so occupied with teaching that important issues about training/evaluation and supervision of teachers, the ‘visibility’ of the principal, setting and implementation of the aims and goals of the school and regular communication with parents and community leaders were neglected. Probably the most significant finding was that head teachers are not trained in the management of a multi-grade school, hence most if not all of the head teachers run multi-grade schools like a single-graded school. The single most important problem was that the importance of multi-grade teaching had never been highlighted, particularly in light of new staffing norms, in spite of the fact that it was a phenomenon that was likely to be a permanent arrangement.

The purpose of this study was to investigate how instructional leadership manifests itself and can be strengthened in a Namibian rural school. As a teacher, head of department and later an education officer, I have long held the view that committed school leadership is essential for the school’s instructional and academic success. Equally, I have always been aware of the impact of the past segregation and the unequal education provided by the colonial government in South Africa and South West Africa/Namibia. The inferior education provided to Africans posed a serious challenge to the leadership and management of schools, as would be principals were not adequately trained to provide the necessary “ingredients” relevant for instructional success. Given this background, I attempted, using a case study of one secondary school, to investigate how instructional leadership is manifesting itself and could be strengthened in a rural school in the Omusati region of Namibia. Research questions that framed the study were: firstly, how does the leadership approach in the school promote teaching and learning; secondly, what is the role of external players in enhancing instructional leadership and thirdly, what are the strengthening and inhibiting factors of instructional leadership. The population of the study was composed of an Inspector of Education, a school principal, a head of department (HOD) and four teachers from a secondary school, located in the Omusati region in Namibia. Data were collected through interviews, document analysis and observation. With regard to data analysis, I first immersed myself in the data. I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that instructional leadership is strongly evidenced at the case study school. However, it emerged that despite the existence of strong instructional leadership at the school, as with all other organisations, there are several challenges that limit the effective implementation of the teaching and learning programme. These challenges vary from indiscipline, poor time management, to lack of teaching and learning resources. Participants also provided a number of possible solutions to the problems identified, including that the principal should be a good role model for the staff and that an enabling environment for both teaching and learning should be created. The study also strongly suggested that participative leadership and management is a cornerstone to the academic success of the school.

The under-provision of education for black South Africans has reached crisis proportions. While the education for black people in general is discriminatory and unequal, black rural people suffer further deprivations as there is a serious imbalance in the allocation of resources and the provision of education between urban and rural areas. Black education in the rural areas has been historically neglected for political and socio-economic reasons and, as a consequence, rural blacks have limited or no access to education. The purpose of this' study is to examine an aspect of rural education; viz: black farm schools in the 'white' commercial farming areas. It is argued that the provision of farm schools is intricately linked to the labour requirements of farmers and consequently farm schools cannot be understood independently from the social relations within commercial farming areas. The impact of local decision-making on the process of farm schooling is also significant and is an important aspect of this study. This thesis explores the political and socio-economic processes that have structured the provision of education within a small farming community, looking specifically at the effects of particular interest groups on the provision of black farm schools. The study operates on three levels. The first level provides a theoretical framework within which rural education can be better understood. It is argued that the bias towards urban areas is reflected in the current theoretical debates on the role and function of education ·in South Africa. As these theories are generally incapable of explaining rural education, an alternative model is proposed. As education cannot be understood in isolation from the rest of society, the second level of the study locates farm schooling within the broader political and socio-economic systems. This is done from two perspectives. The first perspective focuses on black education in general, tracing aspects of its development and highlighting the impact .of economic interests, white political control and black resistances to this development. The neglect of rural education is also contextualised historically and politically. The second perspective looks at rural education at a macro-level. The historical origins of the farm schools system and the effects of the relationship between agricultural capital and the state, and between farmers and farm workers on the process of farm schooling is examined. The final level of the study focuses on the micro-situation and provides an in-depth analysis of the political and socio-economic dynamics which have impacted upon the provision and process of farm schools within a specific farming community. In an attempt to understand the types of issues effecting farm schooling in this area, the attitudes of farmers, farm workers, farm- children and farm school teachers towards education are investigated. Four main issues were identified and are discussed in depth, viz: I) factors effecting the provision of black farm schools; 2) the relationship between education and the economic structure of the area; 3) the value of education; and 4) socio-economic factors effecting education in the area.

Strong development of suburbanization in the bigger towns of the Czech Republic, coupled with the arrival of younger families with kids in suburbia, leads to the need to increase the capacity of primary schools serving these facilities, respectively suburbia. In contrast, the peripheral rural areas are faced with the opposite problem. This thesis is devoted to basic education in the territory MEP České Budějovice. It monitors the deployment, how full a capacity of primary schools fully and not fully organized, distribution of child (pupil) of the population, declared a real school catchment of individual settlements to individual fully and not fully organized elementary schools and public transit options pupils in basic schools. Additionally, also evaluates the skills of individual primary school and their construction and urban characteristics. As a result, the issue is synthesized and implemented optimization proposal territorial organization of basic education in selected area.

Districts Prachatice and Vimperk could be marked within Czech Republic as peripheral territory with decreasing population. These losses are especially noticeable in mountain areas of these districts. Decreasing of numbers of inhabitants and schoolchildren leads to disappearance of local elementary schools and to reducing the number of pupils in these schools, and also to transformation of full elementary schools to incomplete elementary schools, mostly in form of small village schools with one or two classrooms. Diploma thesis monitors territorial distribution of elementary schools, territorial arrangement of their school catchment regions, territorial distribution of schoolchildren, availability of elementary schools with school buses and trains, takes stock of fullness of elementary schools and their classrooms, that all with goal to optimize territorial distribution these schools and their school catchment regions. Moreover, analysis of facilities elementary schools and their space and building characteristics are contained in diploma thesis. A separate attention is dedicated to elementary schools in Šumava part of study area, where solutions to sustain these schools even with small number of pupils are sought.

This research was conducted in the Waterberg District with particular focus on the Nylstroom Circuit. The primary aim of this research was to assess the performance of farm school governing bodies in the Limpopo Province. The farm schools that were selected for this purpose were in the Nylstroom Circuit since it had a number of farm schools. The school governing body members such as the chairpersons, the principals and educators in the governing bodies of those farm schools participated in this study. The primary data collection method used in this research was semi-structured interviews. Participant observations were carried out on the sites before the interviews were conducted. Documents were analysed at the randomly selected schools. This research revealed that many farm school governing bodies cannot perform their duties because of various challenges such as poverty, illiteracy, lack of time off from work and the long distances that have to be travelled to meetings. In order for these farm schools to overcome these challenges, this research made a number of recommendations, based on the conclusions reached. / Educational Studies / (M.Ed. Educational Management))

The wars of dispossession and land claims amongst the various racial groups caused dissatisfaction which led them to split from each other enabling the Whites to possess greater part of the South African soil. Because the Xhosas had their own system of education, the Whites felt that the Xhosas had first to be anglicised in order to 'tame' them. Missionary institutions such as Lovedale, Healdtown and St Matthews were established to Christianise the Xhosas. The missionaries succeeded in their endeavour because the Xhosas started sending their children to the missionary institutions already established and this influenced the Xhosas to establish their own tribal schools that would cater for secondary education facilities. The <Jovernmenr· subsidised the tribal communities to establish secondary schools in their areas. Fifteen,secoodary schools were established enabling the communities to exercise control over their own schools as the missionary institutions were controlled by the Cape Department of Education. / Educational Studies / M. Ed. (History of Education)

Submitted by Mariany Preto (marianycfp@hotmail.com) on 2017-11-22T11:38:29Z No. of bitstreams: 1 Revisada_ Disertação_Mariany 10-10.pdf: 1609285 bytes, checksum: 40106d3b6492296dca24e6e755682ca8 (MD5) / Rejected by Ronildo Prado (bco.producao.intelectual@gmail.com), reason: Oi , Faltou enviar a Carta comprovante assinada pelo orientador. Solicite o modelo em sua Secretaria de Pós-graduação, preencha e colete a assinatura com o orientador e acesse novamente o sistema para fazer o Upload. Faltou também inserir a folha de aprovação na dissertação ou tese. Fico no aguardo para finalizarmos o processo. Abraços Ronildo on 2017-11-29T09:01:03Z (GMT) / Submitted by Mariany Preto (marianycfp@hotmail.com) on 2017-11-29T18:39:39Z No. of bitstreams: 2 Revisada_ Disertação_Mariany 10-10.pdf: 1609285 bytes, checksum: 40106d3b6492296dca24e6e755682ca8 (MD5) carta de aceite assinada.pdf: 201906 bytes, checksum: f95256bb82ec98013a467abaf52ad6e6 (MD5) / Rejected by Ronildo Prado (bco.producao.intelectual@gmail.com), reason: Oi , Faltou inserir a folha de aprovação na dissertação. Fico no aguardo para finalizarmos o processo. Abraços Ronildo on 2017-12-01T14:38:41Z (GMT) / Submitted by Mariany Preto (marianycfp@hotmail.com) on 2017-12-04T11:07:28Z No. of bitstreams: 2 carta de aceite assinada.pdf: 201906 bytes, checksum: f95256bb82ec98013a467abaf52ad6e6 (MD5) Revisada_ Disertação_Mariany REPOSITÓRIO .pdf: 1762544 bytes, checksum: 0441e5506cc65d030b959ab5ad0a3e20 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-22T16:22:30Z (GMT) No. of bitstreams: 2 carta de aceite assinada.pdf: 201906 bytes, checksum: f95256bb82ec98013a467abaf52ad6e6 (MD5) Revisada_ Disertação_Mariany REPOSITÓRIO .pdf: 1762544 bytes, checksum: 0441e5506cc65d030b959ab5ad0a3e20 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-22T16:22:39Z (GMT) No. of bitstreams: 2 carta de aceite assinada.pdf: 201906 bytes, checksum: f95256bb82ec98013a467abaf52ad6e6 (MD5) Revisada_ Disertação_Mariany REPOSITÓRIO .pdf: 1762544 bytes, checksum: 0441e5506cc65d030b959ab5ad0a3e20 (MD5) / Made available in DSpace on 2018-01-22T18:36:50Z (GMT). No. of bitstreams: 2 carta de aceite assinada.pdf: 201906 bytes, checksum: f95256bb82ec98013a467abaf52ad6e6 (MD5) Revisada_ Disertação_Mariany REPOSITÓRIO .pdf: 1762544 bytes, checksum: 0441e5506cc65d030b959ab5ad0a3e20 (MD5) Previous issue date: 2017-07-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The purpose of this study is to describe the current conditions of the school support system that Brazilian Countryside Early Childhood Education students are provided with. This study was conducted at schools in the state of São Paulo, Brazil, in a period between 2007 and 2015. The study analyzed data samples of eight cities within the Regional Board of Education in the Bragança Paulista area. The data samples were collected in a micro-data database from Scholar Census. The eight cities within the Regional Board of Education in the Bragança Paulista area presented the highest school enrollment rates in the state of São Paulo. This study initially presents considerations about Brazilian Early Childhood Education and Countryside Education histories to contextualize the study and set the study’s goal. The study shifts focus to how Brazilian legislation assures the Countryside Early Childhood Education, verifies how the legislation prescribes the students’ rights and understands the influence of International Organizations in drawing up these documents. Lastly, the study analyzed the scholar micro-data in the proposed period, where it was assumed that there were improvements in the Early Childhood Education in the studied area. However many of the schools still lacked fundamental infrastructure conditions, physical resources and electronic devices. In conclusion, the study indicates the importance of educational policies that benefit countryside citizens and the Countryside Early Childhood Education as well as public educational funding to enable better quality regarding the Early Childhood Education. / Este trabalho teve como objetivo caracterizar as atuais condições do atendimento escolar às crianças da Educação Infantil no Campo da Diretoria de Ensino da Região de Bragança Paulista/SP no período de 2007 a 2015. A região selecionada se localiza próxima a cidades industriais, como São Paulo e Campinas, e engloba os oito municípios que mais apresentaram matrículas na Educação Infantil no estado. A coleta dos dados ocorreu por meio da análise dos Microdados do Censo Escolar - dados unitários do Censo Escolar, que trazem informações sobre as questões estruturarais e recursos físicos das escolas bransileiras. A pesquisa, inicialmente, traz considerações sobre a história da Educação Infantil e Educação do Campo no Brasil, permitindo-nos entender e contextualizar nosso objeto de estudo. Posteriormente, buscamos compreender o que diz a legislação em relação à Educação Infantil no Campo e verificar de que forma elas prescrevem os direitos dessas crianças, compreendendo a influência das organizações internacionais na elaboração desses documentos. Finalmente, chegamos a análise dos microdados escolares do período proposto, nos quais se observou que houve avanços na Educação Infantil nessa região, mas que ainda há muitas escolas que carecem de condições básicas estruturais, de recursos físicos e equipamentos tecnológicos. Dessa forma, apontamos a importância de políticas educacionais que beneficiem a educação dos moradores do campo e a Educação Infantil, como financiamentos que permitam o investimento nas escolas e possibilitem maior qualidade na oferta deste nível de ensino. / CAPES: 1601006

Made available in DSpace on 2016-06-02T19:39:32Z (GMT). No. of bitstreams: 1 5027.pdf: 7561433 bytes, checksum: 02a9b5d7802749626911747475ff35df (MD5) Previous issue date: 2013-02-25 / This study sought to investigate the public policy and education in the countryside, as well as the infrastructure available in schools that have rural demands of subjects in São Carlos and its Rural Villages: Água Vermelha e Santa Eudóxia. By analyzing the existing infrastructural differences between these schools in rural villages and schools in urban areas of São Carlos, it was discussed how these differences affect both the lives of those who live in rural villages as well the lives of the people who live in the city. Therefore it was necessary to analyze the Political Pedagogical Project - PPP and Management Plan - MP implemented in the researched institutions, the issues. We seek to understand the environment of the institutions located in rural villages and in the urban area aiming to discuss the infrastructure of these schools and the demand of rural subjects. For such research, it was done survey using bibliographic research, field research and file research as a methodological procedure, so it was chosen three schools of São Carlos, two schools from rural villages and a school in the urban area. Visits were paid in these schools, documents were analyzes and interviews were recorded with some students, teachers, principals and coordinators. / A presente pesquisa investiga as políticas públicas para educação no e do campo, bem como a infraestrutura disponibilizada nas escolas que tem demandas de sujeitos rurais no município de São Carlos e suas Vilas Rurais: Água Vermelha e Santa Eudóxia. Ao analisar as diferenças infraestruturais existentes nessas escolas das áreas urbanas e rurais do município de São Carlos, discutiu-se como essas diferenças interferem tanto na vida de quem mora nas vilas rurais quanto de quem mora na cidade. Para tanto foi necessário analisar o Projeto Político Pedagógico - PPP e o Plano Gestor - PG implementado nas instituições pesquisadas. Nesse sentido observamos o entorno das instituições localizadas nas vilas rurais e a instituição localizada no centro urbano, tendo como objetivo discutir a infraestrutura dessas escolas e a demanda dos sujeitos rurais. Para tal foi realizado um levantamento utilizando como procedimento metodológico a pesquisa bibliográfica, pesquisa de campo e pesquisa documental, assim escolhemos três escolas do município de São Carlos, duas escolas das vilas rurais e uma escola da área urbana. Foram realizadas visitas nessas escolas, análise documental e entrevistas gravadas com alguns alunos, professores, diretores e coordenadores.